Pptsummativeassessment 130217030359-phpapp01


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Pptsummativeassessment 130217030359-phpapp01

  1. 1. Classroom Teaching, Assessment and Evaluation .
  2. 2. What are pre, formative and summative assessments?
  3. 3. Assessment Refers to the full range of information gathered and synthesized by teachers about their students and their classroom. Assessment is a continuous process (Arends, 2007). There are two general uses or functions of assessment: Formative assessment and Summative assessment (Woolfolk et al 2008).
  4. 4. Formative assessment Is an ungraded testing used before and during teaching to aid in planning and diagnosis (Woolfolk et al 2008). Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust on-going teaching and learning in order to improve student
  5. 5. Formative assessment Formative assessment refers to assessment for learning which is focused on monitoring student response to and progress with instructions. It provides immediate feedback to both teacher and student. (Johnson &Jenkins, 2009) In formative assessment here is a pre-test which is termed Pre-Assessment.
  6. 6. Formative assessment This pre-assessment or pre-test helps the teacher to determine what are the students’ knowledge and skills in order to assist with planning (Arends, 2007). There is also a diagnostic test which identifies a student area of achievement and weakness in a particular subject, which can give an idea of difficulty the student is experiencing.
  7. 7. Formative assessment It should be noted that the pre-test and diagnostic test are not graded and the formative test do not count toward final grades (Woolfolk et al 2008).
  8. 8. Summative assessment Are cumulative evaluation used to measure growth after instruction and are generally given at the end of a course in order to determine whether long term goals have been met (Coffey, 2012) Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level (e.g. standard one, National Test) ( Johnson & Jenkins, 2009).
  9. 9. Summative assessment Summative assessment purpose is to let the teachers and students know the level of accomplishment attained. The final exam is classic example (Woolfolk et al 2008).
  10. 10. Table comparing Formative and Summative
  11. 11. Table comparing Formative and Summative
  12. 12. Table comparing Formative and Summative
  13. 13. Table comparing Formative and Summative
  14. 14. Table comparing Formative and Summative
  15. 15. Benefits and Limitations Pre-Assessment
  16. 16. Benefits and Limitations Pre-Assessment
  17. 17. Benefits and Limitations Summative Assessment
  18. 18. Benefits and Limitations Formative Assessment
  19. 19. Tools used in Assessment
  20. 20. Tools used in Assessment The tools used in pre-assessment, summative and formative assessment are numerous. A variety of tools are used for assessment including tests, rubrics, interviews, focus groups, survey, observation, and portfolio. There is no one-size fits-all approach in assessment. A good assessment typically employs multiple tools and approaches tailored for different purposes (Stony Brook University, 1999).
  21. 21. Tools used in Assessment Test are used to assess knowledge and thinking over a range of content or to assess dispositions and interests. It is the most reliable way to assess knowledge and thinking in a content area domain. It is the best way to cover a large number of fact and concepts. However it requires clearly written items that appropriately sample a range of
  22. 22. Tools used in Assessment content material. (Stony Brook University, 1999). Performance tasks are used to assess in-depth thinking in one area or to assess skills attained or products created. It allows measurement of in depth thinking, skills or products not readily assessable by tests. However it requires clear expectations for tasks and scoring to provide meaningful assessment information (Stony Brook University, 1999).
  23. 23. Tools used in Assessment Portfolios are used to document progress or development or to show case complex achievement of a range of skills. It allows for assessment of student’s development and some ownership and control by students However it require clear purpose, focused construction, and long-term attention to give any more useful information than stand-alone assessments (Stony Brook University, 1999).
  24. 24. Tools used in Assessment Surveys are used to assess opinions and attitudes from target populations. It is a very efficient method to collect information from a large number of people. However it require a sound sampling strategies, and good response rates. Survey questions should be carefully written to keep respondent mistakes and bias to a minimum (Stony Brook University, 1999).
  25. 25. Tools used in Assessment Observations are used to assess behavioural outcomes through direct observation. It is the least intrusive assessment method that allows for assessment of student performance. However it requires a clear guidance to distinguish what is actually happening and what the observer's impressions. A rubric or an observation protocol will help minimize subjective judgment (Stony Brook University, 1999).
  26. 26. Tools used in Assessment Focus groups are used to brainstorm ideas or collect in-depth attitudes and opinions from a group of people. It is an interactive way of assessing attitudes and opinions, and a cost effective way of collecting suggestions and requirements when individual interviews are not feasible. However it require good planning and organization to effectively solicit information
  27. 27. Tools used in Assessment from participants (Stony Brook University,1999).
  28. 28. Teaching plan and Sample Summative Assessment
  29. 29. Teaching Plan Facilitator’s Name: Mrs. Penny Topic: Sexually Transmitted Diseases Duration of lesson: Three sessions for two hours each Time: 8:00 am-10:00 am Venue: Mount Plesant Secondary School Audience: The Students of Mount Plesant Secondary School attending Ms. Penny’s class (form three)
  30. 30. Teaching Plan Audience: The Students of Mount Plesant Secondary School attending Ms. Penny’s Class (form three) Number of Students: Approximately 40 students Date: Wednesday 22nd, 23rd and 24th October, 2012
  31. 31. Teaching Plan Aim The primary goal of these sessions Would be to provide information related to Sexually Transmitted Diseases, clarify myths and misconceptions and promote behavior that prevents the spread of STDs.
  32. 32. Teaching Plan Core Objectives The pupils will:  Understand the nature and modes of transmission of STDs.  Recognize common signs and symptoms of STDs.  Be knowledgeable about appropriate resources, counseling and medical care.  Recognize and refute myths relating to STDs.
  33. 33. Teaching Plan Engage in critical thinking regarding informed decision making about personal and social behavior that diminishes the risk of contracting an STD.
  34. 34. Teaching Plan Learning Outcomes At the end of the teaching sessions the pupils will be able to:  Define the term STD.  List the most common STDs and their causative agents.  Identify the common signs and symptoms of STDs.  List possible complications of STDs.
  35. 35. Teaching Plan  Describe the modes of STD and HIV transmission and list high risk behaviors for their acquisition.  Describe current treatment modalities of STDs and HIV.  Discuss precautionary/preventative measures that can prevent the spread of STDs and HIV.  Identify, discuss and clarify common myths and misconceptions about STIs.
  36. 36. Teaching Plan  Identify resources to attain help regarding STDs. Teaching Methodology:  The subject will facilitated using a mixture of lectures and discussions delivered by specialists from the departments of public health and infectious diseases.
  37. 37. Teaching Plan  Role play and movie presentations would also be integrated to depict real life scenarios and the impact of their decisions directly and indirectly on their future. Teaching Strategies:  Activating prior learning  PowerPoint presentation  Encourage student participation and discussion
  38. 38. Summative Assessment
  39. 39. Summative Assessment The following represents a summative evaluation based on the above teaching plan. Section A 1. Define in your own words the term STD/STI. 2. List 5 risky behaviors that can result in the acquisition of an STD __________ __________ __________ __________ __________
  40. 40. Summative Assessment 3. Which of the diseases listed is NOT an STD A. Hand-foot-mouth disease B. Urethritis C. Chancroid D. Ectoparasitic infections 4. If left untreated which STD can lead to deafness and death? A. HIV B. Syphillis C. Pubic Lice D. Genital Warts
  41. 41. Summative Assessment 6.Which of the following is a possible symptom of an STD? A. Painful Urination B. Facial swelling C. Itching on palms and soles. D. All of the above 7.List 8 common complications of STDs __________ __________ _________ __________ __________ _________
  42. 42. Summative Assessment Section B Select True or False for each of the statements below based on the information you recently learned. 1.Some STDs have no visible symptoms. True False 2. Untreated STDs eventually clear up. True False
  43. 43. Summative Assessment 3. Mutually faithful monogamous partners have little or no risk for HIV infection. True False 4. Testing for STDs is only available through private physicians. True False
  44. 44. Summative Assessment 5. It is possible to be infected with more than one STD at a time. True False 6. Sex is not the only way that STDs are transmitted. True False
  45. 45. Summative Assessment 7. By changing sex partners often, you lower Your risk of contracting an STD. True False 8. Condoms are the best protection from STDs. True False 9. Early-stage sexually transmitted diseases (STDs) without symptoms are not contagious. True False
  46. 46. Summative Assessment 10.Gonorrhea is contracted sexually and from public or shared toilet seats. True False Section C Match the STD with its causative agent ____Genital herpes a. neisseria gonorrhoeae ____Syphillis b. phthirus pubis ____Chalmydia c. treponella Pallidum
  47. 47. Summative Assessment ____Yeast infections e. chlmydia trachomatis ____HIV /AIDS f. candida albicans ____Pubic lice g. human immunodeficiency virus  
  48. 48. Summative Assessment Section D Answer all questions in this section. 1. STDs are fast becoming a major concern among adolescents. Discuss the need for of a Sexual Education programme in schools noting the benefits and limitations of the endeavour. 2. You encounter a sexually active 13 year old who began experiencing itching, redness, swelling and burning sensation in the genital
  49. 49. Summative Assessment region. What advice would you give to rectify these signs and symptoms and identify the resource systems available to the individual and their family.
  50. 50. Rubric
  51. 51. Rubric  According to Dr. O’Donnell Dean of education and curriculum development at Pittsburgh University rubric is essentially a scaled tool with levels of achievement and clearly defined criteria related to each level and placed in a grid. Rubrics are typically used to assess some type of performance, procedure or product.
  52. 52. Rubric A number of studies have demonstrated the positive impact that well-designed rubrics have on dental students pre-clinical learning. Designing a rubric to capture the key elements of a skill in an assessment with a grader friendly format can be a challenge. Rubrics can help identify areas of students strengths and weaknesses and simultaneously provide valuable detailed feedback to the student.
  53. 53. Rubric  Since Biblical times we know about sexually transmitted diseases. With reference to 1 Samuel 6:19. “And it was so, that after they had carried it about, the hand of the Lord was against the city with a very great destruction: and he smote the men of the city, both small and great, and they had emerods in their secret parts.”